Language-in-education policy and planning : the case of Lebanon

Abstract

Recent changes in Lebanon's educational legislation indicate a shift away from using the national language, Arabic, as a medium of instruction in favour of other foreign languages, namely English, French, and German. The latest decree that was passed in 1994 stipulated that these foreign languages can be used as instructional languages in all cycles, including the pre-school and elementary levels. The issue of language-in-education in Lebanon is an old one, dating back to the arrival of foreign missionaries during the second half of the 17th century. Since then several policies and decisions have been made by the colonial powers and the successive Lebanese governments. This paper reviews these policies and decisions in the light of the country's political history with special emphasis on their impact on students and communities at the socioeconomic, educational and political levels. The paper maintains that the policies made by the French during their mandate over Lebanon (1920-1943) favoured the Christian Catholic and Maronite communities. Meanwhile, the policies adopted by the successive Lebanese governments in the era of independence (1943-1975) were largely improvised and more of responses to emotions triggered by independence. Consequently, several socio-economic and educational incentives determined the spread of foreign languages, especially English, in contemporary Lebanon. This widened the gaps among the classes that make up Lebanese society and contributed to the distribution of quality education along sectarian and socioeconomic lines.